An Evaluability Assessment of a School-Based Prevention Program: Promoting Evaluation Capacity Building

Area of Science:

• Criminal Justice
• Program Evaluation
• Public Health

Background:

• Criminal and juvenile justice fields increasingly focus on evidence-based practices (EBPs) and data-driven decision-making.
• Systematic adoption of EBPs is limited, with resources often funding programs lacking empirical support.
• Unevaluated or unevaluable programs pose a significant barrier to advancing EBPs.

Purpose of the Study:

• To present a case study of an evaluability assessment for a school-based prevention program.
• To determine the program's readiness for outcome evaluation and enhance evaluation capacity.
• To provide insights into strengthening evaluation capacity in school settings for delinquency prevention.

Main Methods:

• Conducted an evaluability assessment of a school-based prevention program.
• Utilized document review, stakeholder engagement, and participant data analysis.
• Focused on articulating program theory, gathering feedback, and assessing outcome evaluation feasibility.

Main Results:

• The evaluability assessment provided practical insights into the program's readiness for evaluation.
• Identified areas for strengthening evaluation capacity within the school setting.
• Informed the process of identifying and sustaining effective delinquency prevention strategies.

Conclusions:

• Evaluability assessments are a valuable, cost-effective strategy for addressing challenges in EBP adoption.
• Enhancing evaluation capacity is crucial for conducting meaningful outcome evaluations.
• This approach supports the broader goal of ensuring effective delinquency prevention programs receive adequate resources and support.